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Monday, April 27, 2015
Lesson Plan Three- Crazy Triangles
Crazy Triangles
6th Grade
Project:
Students will use a ruler to cut out several right triangles
of all colors and sizes. They will then glue each triangle to their paper one
at a time, finding areas along the way, creating rectangles and squares or just
using the triangles. Creating a colorful collage of triangles, squares and
rectangles.
Materials:
·
Rulers
·
Colored construction paper
·
Scissors
·
Glue
·
Markers or Crayons
Objectives:
At the end of this lesson students will…
·
Find the area of triangles, rectangles and
squares.
·
Experiment with non-representational art.
·
Experiment with the many uses of rulers.
Visual Arts
Standards:
Combine concepts collaboratively to generate innovative
ideas for creating art.
Formulate an artistic investigation of personally relevant
content for creating art.
Other Standards
(Math):
Use a pair of perpendicular number lines, called axes, to
define a coordinate system, with the intersection of the lines (the origin)
arranged to coincide with the 0 on each line and a given point in the plane
located by using an ordered pair of numbers, called its coordinates.
Understand
that the first number indicates how far to travel from the origin in the
direction of one axis, and the second number indicates how far to travel in the
direction of the second axis, with the convention that the names of the two
axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis
and y-coordinate).
Vocabulary:
·
Right Triangle: A triangle with one 90 degree
angle.
·
Rectangle: Any quadrilateral with four right
angles
o
Quadrilateral: four sided polygon with four
angles.
·
Area: the amount of space within a 2-Dimensional
figure.
·
Square: A polygon with four equal sides and four
right angles
o
Right angle: two lines meeting at 90 degrees
·
Area of a right triangle = Leg a X Leg b / 2
·
Non-representational Art: Art that doesn’t look
like anything from the “real world”.
Pedagogy:
15-20 min – Introduction
·
Explain what a right triangle is
o
A triangle with one right angle
o
A right angle is 90 degrees
·
Explain how to find the area of a right triangle
o
Area: the amount of space within a 2-D figure.
o
Area of a right triangle = Side a X Side b / 2
·
Pass out a quick worksheet with several
different sized right triangles.
o
Have the students complete the worksheet,
raising their hand if they need help.
5-10 min – Create the Triangles
·
Call the students up one by one (those sitting
quietly) to pick up to 4 different colors of paper
·
Pick four quiet students to pass out the rulers
and scissors.
o
As they are doing this demonstrate how to cut
out/ make various sized right triangles.
·
Have the students cut out their triangles with
their colored paper.
o
No more than twenty triangles (too many will be
overwhelming and they wont have time to finish)
25-30 min – Art time
·
Pass out a large white piece of paper and glue
to each student.
·
Explain the project to the students
o
Glue your triangles on your paper in any pattern
or style you want.
o
As you glue the triangles on, on a separate
sheet of paper figure out the areas of each.
§
Using the ruler measure the sides in cm to use
as the side lengths
·
Explain Non-Representational Art
o
Art that doesn’t look like anything from the
“real world”.
o
Have the students place their triangles on the
paper in a way that doesn’t look like any real thing.
·
Walk around and help the students as needed.
5-10 min – Clean up time
Assessment:
For this assignment I would have a summative assessment the
next day with a short quiz to see if I needed to spend more time on right
triangles or move on.
Lesson Plan Two- Negative Space Trees
Negative Space Trees
Grades 3-4
Project:
Students will practice with positive and negative space by
creating two trees. On one tree they will fill only the space around the tree,
on the other tree they will fill only the space inside the tree.
I got this idea from www.artventure.com.au
by Kristy Shadiac, it’s a great website with tons of video tutorials.
Materials:
·
Large Poster size paper
·
Oil Pastels
·
Rulers (if desired)
Objectives:
At the end of this assignment students will be able to…
·
Demonstrate their knowledge on positive and
negative space.
·
Recognize the differences between positive and
negative space.
·
Blend and create colors using oil pastels.
Visual Arts
Standards:
·
Apply knowledge of available resources, tools,
and technologies to investigate personal ideas through the art-making process.
(3rd grade)
·
Elaborate on an imaginative idea. (3rd
grade)
·
Brainstorm multiple approaches to a creative art
or design problem. (4th grade)
Other Standards:
Vocabulary
·
Negative Space: The space around or behind the
point of focus
·
Positive Space: The point of focus
o
Generally the first thing you notice in a piece
of art is the positive space, the rest is negative space.
o
It can be different from person to person.
Pedagogy:
20-25 minutes—Begin explaining negative and positive space
·
Pull up pictures of black and white examples
first and ask the kids to point out what they see first.
o
Negative Space: The space around or behind the
point of focus
o
Positive Space: The point of focus
§
Generally the first thing you notice in a piece
of art is the positive space, the rest is negative space.
§
It can be different from person to person.
·
Show more examples of negative space and the
impact it can have on the overall work.
·
Explain the beginning of the project.
o
Have them start by folding the paper down the
middle.
§
Draw a boarder on each side of the paper
o
Next have them draw an outline of a tree on each
side of the paper.
o
Explain that they will be completely filling in
the space around the tree on one side and completely filling in the space
within the tree on the other side.
20-25 minutes—Time to start!
·
Pass out the oil pastels.
o
Let them design and color their negative and
positive space however they choose.
§
Any shapes, colors, patterns etc. As long as
there is no white left.
o
Make sure they take their time and use as much
detail as possible.
15-20 minutes—Finish Up
·
As they are finishing their work make sure they
can connect the activity to the lesson and identify they positive and negative
space within their work.
·
Assessment Time (see below)
·
Clean up
o
This activity requires very little clean up so
there is plenty of extra time just in case the lesson goes over time or they
need more time to finish.
Assessment:
For this activity I prefer a formative assessment where I
show the students different examples of positive and negative space and have
them identify which piece of the artwork is the subject or point of focus and
which is the negative space. Have students speculate on what they think the
artist intended for people to see or feel.
Lesson Plan One- Symmetry Monsters
Symmetry Monsters
Pre K- 2
Project:
Begin by folding a piece of white paper down the middle,
hotdog or hamburger style. This is the line of symmetry. With paint draw one
half of a monster; ex: furry body, horn, arm and leg. While the paint is still
wet refold the paper, transferring the paint and creating a perfectly
symmetrical monster. Add googly eyes and name your monster!
Materials:
·
Paper
·
Paint
·
Cups to hold the paint
·
Paintbrushes
·
Googly Eyes
·
Glue
·
Newspaper or garbage bags to cover desks
Objectives:
After completing this lesson students will be able to…
·
Recognize lines of symmetry.
·
Experiment with color.
·
Create an image using shapes.
Visual Arts Standards
Addressed:
·
Engage in exploration and imaginative play with
materials.
·
Engage collaboratively in creative art-making in
response to an artistic problem.
·
Make art or design with various materials and
tools to explore personal interests, questions, and curiosity.
·
Engage in self-directed, creative making.
Other Standards
Addressed:
Vocabulary:
·
Symmetry: Being made up of exactly the same
parts.
·
Line of Symmetry: The line of which an image is
flipped over to appear symmetrical.
·
Knowledge of the color wheel/ primary colors
o
Covered in a lesson done the week before.
Pedagogy:
20-25 min – Introduce line of
symmetry
·
Symmetry: Being made up of exactly the same
parts.
·
Line of Symmetry: The line of which an image is
flipped over to appear symmetrical.
o
Point out that the human face is symmetrical.
·
Pull up slides of symmetrical artwork.
o
Call up students sitting quietly to point out
the line of symmetry.
·
Briefly explain activity
o
Start by having the student fold their paper
down the middle
§
Hotdog or hamburger style
o
Explain that this will be their line of symmetry
for the monsters they are about to create
·
Demonstrate to only paint the body of your
monster on one side of the paper
o
Make sure to include arms, legs, ears and horns
o
Make sure the students know to use enough paint
so that it will transfer to the other side when they fold the paper again.
·
Fold demonstration, showing the whole monster
and pointing out line of symmetry.
o
Tell students when they are done they can add
googly eyes and create a background.
·
Assign helpers to pass out cups with paint and
paint brushes.
30-35 min -- Time for the kids to create!
·
Walk around as the students are working passing
out the googly eyes (no more than 4 each)
o
Answer questions as needed
o
Help avoid spills and messes
·
Help the kids name their monsters and create a
simple background
o
Trees, rocks, grass etc.
10-15 min – Clean up time
·
Assign a place for the kids to place their
monsters to dry
·
Assign groups to pick up paint, paintbrushes,
googly eyes and newspaper
·
Line kids up to wash their hands in the bathroom
once the class is clean
Assessment:
For this assignment I will have a formative assessment where
I will have the students point out lines of symmetry in other artworks.
African Mask 2
African Mask
As I was doing research for the Masks I was thinking about ideas that would work for second grade. I wanted something simple and with very little supplies needed, I feel like too many supplies overwhelms them. I saw a lot of masks that used just flat paper or paper plates, I wanted something a little more mask like so I was excited when I saw these types of masks.
All you need is one piece of 12x12 card stock, scissors, something for the top (rafia or feathers), string and either markers or paint. First you cut about 4 inches directly in the middle bottom, then on the bottom two corners you cut about 6 inches diagonally towards the center.
Next you decorate your mask then you pull the cuts in towards each other and glue them. Each cut comes to a point for a chin and a jaw line, folding the paper bends the bottom perfectly around the face so all you have to do is tie a string around the top back to keep it on your head.
I loved this because it was simple enough for second graders but would also challenge them, plus they would get to wear it when they were done.
African Mask
African Mask
Materials Needed:
Empty Milk Jug
Rafia
Masking Tape
Shoe Polish
Paint
To create the African Mask I started by cutting the milk jug in half and covering it in masking tape in a diagonal pattern.
I added masking tape to the handle of the jug to make a larger nose like some of the masks I saw online.
I covered the mask with black shoe polish and then painted on the patterns. Using a hole punch I punched holes around the mask and tied pieces of the rafia through the holes.
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